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Creative Environments for Sustainability in Organizations Promoting the Education of Vulnerable Groups

Author

Listed:
  • María-Carmen Ricoy

    (Department of Didactics, School Organization and Research Methods, Faculty of Education and Social Work, Universidade de Vigo, 32004 Ourense, Spain)

  • Joseba Delgado-Parada

    (Department of Didactics, School Organization and Research Methods, Faculty of Education and Social Work, Universidade de Vigo, 32004 Ourense, Spain)

  • María del Pino Díaz-Pereira

    (Department of Special Didactics, Faculty of Education and Social Work, Universidade de Vigo, 32004 Ourense, Spain)

  • Sálvora Feliz

    (Department of Architectural Projects, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

Abstract

Developing creativity in socio-educational organizations facilitates progress towards sustainability, benefiting its professionals and users. The objective of this work is to analyze the creative climate in organizations that intervene with vulnerable groups to promote sustainability through Quality Education (SDG 4), Gender Equality (SDG 5), and Reduced Inequalities (SDG 10). A descriptive–correlational study was conducted with 203 professionals from associations, foundations, and social services councils. The CPPC-17 scale was applied, and the data were analyzed using descriptive statistics, nonparametric tests, and cluster analysis. The results showed that the professionals presented high levels of creative potential. The opportunity to participate in work groups and the freedom to perform tasks favored creativity in the organizations. The main obstacles to creativity were the lack of incentive to take risks and of rewards for creative ideas. The profile of professionals with high levels of creative climate was mainly composed of association workers and those trained in Education, Psychology, and Speech Therapy. Significant differences were obtained in variables related to the organization (e.g., typology) and in personal variables, such as the academic background of the trainers. These findings should be considered to improve the creative climate in these organizations with a view to providing quality, egalitarian, and equitable education.

Suggested Citation

  • María-Carmen Ricoy & Joseba Delgado-Parada & María del Pino Díaz-Pereira & Sálvora Feliz, 2024. "Creative Environments for Sustainability in Organizations Promoting the Education of Vulnerable Groups," Sustainability, MDPI, vol. 16(15), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:15:p:6664-:d:1449654
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    References listed on IDEAS

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    1. Hiya Almazroa & Wadha Alotaibi, 2023. "Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes," Sustainability, MDPI, vol. 15(9), pages 1-25, April.
    2. Bousinakis, Dimitrios & Halkos, George, 2021. "Creativity as the hidden development factor for organizations and employees," Economic Analysis and Policy, Elsevier, vol. 71(C), pages 645-659.
    3. Louise Mubanda Rasmussen, 2017. "In the Name of Sustainability: Contradictory Effects of NGO-Driven Development in Malawi," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 29(2), pages 312-327, April.
    4. Dimitrios Bouras & Styliani (Stella) Sofianopoulou, 2023. "Sustainable Development Assessment of Organizations through Quantitative Modelling," Sustainability, MDPI, vol. 15(11), pages 1-21, May.
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